Matilda Kalef -- Three Promises

The Kalefs were one of the Belgrade's oldest families, tracing their roots back more than 300 years. Then the Nazis swept into Serbia in 1941... While scores of relatives were being shot and gassed, Dona Bat Kalef fled with her two daughters, Breda and Matilda, to a Catholic church in Banovo Brdo. "Can you protect us?" she asked the priest. Father Andrej Tumpej did indeed save Dona and her daughters, and this film tells their story.

Study Guides

YUGOSLAVIA

After the First World War, the Kingdom of Serbia became part of the newly founded "Kingdom of Serbs, Croats and Slovenes", which stretched from the Western Balkans to Central Europe. This territory was ethnically very diverse. Tito, who would later lead the region, famously said: "I am the leader of one country which has two alphabets, three languages, four religions, five nationalities, six republics, surrounded by seven neighbours, a country in which live eight ethnic minorities."

Right from the start, problems arose between the different ethnic groups. In 1929, King Alexander I tried to curb nationalist and separatist tendencies by turning the country into a dictatorship and renamed the country "Yugoslavia". He also decided to abolish the country's historic regions and drew new internal boundaries for provinces, or banovinas, that disregarded all historical and ethnic lines.

Alexander I's plan failed when, in April 1941, Axis troops conquered Yugoslavia; many of its citizens didn't mourn its passing. The country was split up: an independent Croatian state, which also included most of Bosnia and Herzegovina, was created under the rule of the fascist Ustashe movement. They conducted large-scale genocide campaigns against Serbian, Jewish and Roma citizens. The area of (roughly) present-day Serbia and the northern part of Kosovo became the occupied "Territory of the Military Commander in Serbia" and was placed under under German Military administration, with a puppet administration led by Milan Nedić, a former Minister of Army and Navy of the Kingdom of Yugoslavia.

During the Second World War, a civil war broke out in Yugoslavia between the Croatian Ustashe, Serbian pro-monarchist partisans, or "Chetniks," and communist partisans, led by Josip Brosz Tito. After the war, the communist Socialist Federal Republic of Yugoslavia was founded. Tito first became the prime minister and later the longtime president, ruling the country until his death in 1980.

Josip Broz Tito (1892-1980) was the most defining figure of 20th century Yugoslav history.  Here you can watch a documentary about Tito. In 1948, after a conflict between Tito and Stalin Yugoslavia was expelled from the international association of socialist states Cominformm. In the following years Yugoslavia developed its own version of communism - Titoism.

Tito was a popular public figure in Yugoslavia, viewed as a unifying symbol for the Yugoslav federation. He is also named the architect of Yugoslavia's disintegration, however, and remains a controversial figure. Read this Time Magazine article on the life of Tito.

The delicate balance between the different ethnic groups in Yugoslavia was disrupted during the 1990s. Since the early 1980s, economic problems and rising nationalism amongst the various ethnic groups had already escalated tensions. In 1990 these tensions led to a series of conflicts. Political upheavals and devastating civil wars erupted, resulting in the dissolution of the Yugoslavia. Here you can find a brief overview of the conflict.

JEWISH BELGRADE

The first written records of the presence of Jews in Belgrade date back to the 16th century when the city was under Ottoman rule. At that time Belgrade boasted a strong Sephardic community that was concentrated in the central Belgrade neighborhood called Dorcol.

Until today, most of the Jews who had lived in the area were Sephardim. In later centuries Ashkenazi Jews migrated to the area, many of them from Central Europe and nearby Austria-Hungary. The Jewish Virtual Library provides information on the Ashkenazim.

Belgrade's Ashkenazi Jews mostly lived near the Sava River. This is also the area where the Belgrade Synagogue is located. Traditionally this synagogue, which was founded in 1926, followed the Ashkenazi rite. The synagogue is known in Belgrade as the "Kosmajska Temple" because before World War II it was located on Kosmajska Street. Later the name of the street was changed to Marshal Biryuzov Street. 

About 12,000 Jews lived in Belgrade before World War II. About 80% of them were Sephardim, 20% Ashkenazim. Each of these groups had its own community with administration, school, cemetery and various religious, humanitarian, cultural and national societies. Hashomer Hatzair, the youth club mentioned in the movie, is a Zionist youth movement. The organization still exists, making it the oldest Zionist youth movement still in existence today. 

The community of Belgrade Jews was almost totally destroyed in the Holocaust. Dorcol, as with almost all other synagogues, was demolished in the bombing of Belgrade in April 1941. Of the survivors, only few returned to Belgrade. On the Danube bank, where the Jewish settlement used to be, there is now a monument commemorating the Belgrade Jews, made by the sculptor and Holocaust survivor Nandor Glid.

The Jewish community was also hit hard when Yugoslavia collapsed in the 1990s - about two-thirds of the Jewish community fled the country. In 2002, about 1,200 Jews were living in Serbia, about half of them in Belgrade. This is the official website of the Jewish Community in Belgrade.

 A general overview of Jewish heritage in Serbia can be found here.

SERBIAN JEWRY IN WWII

The destruction of Serbia's Jewry was carried out in two distinct phases. The first lasted from July to November 1941 and involved the mass internment and murder of Jewish men, who were shot as part of retaliatory executions. The second phase, between December 1941 and May 1942, included the incarceration of women and children in the Semlin Judenlager and their gassing in mobile gas vans. Read an article about the Holocaust in Serbia.

The ‘gas van', which in Nazi documents was referred to in euphemisms such as 'delousing truck' (Entlausungswagen), was a normal truck that was refashioned so that the fumes of the exhaust pipe were diverted into the sealed compartment at the back. This way, a 10-15 minute ride was enough to kill as many as 100 people. For a history of the gas van you can read Chapter 3 (p. 57-67) of Christopher R. Browning's book "Fateful Months - Essays on the Emergence of the Final Solution." Read also about Nazi gassing operations.

The staff and patients at the two Jewish hospitals were the first victims of the gas van killings in Belgrade. There were over 800 victims, including Matilda's father Avram Kalef. On 18-19 March 1942, they were loaded into the gas van and died as the van drove to the killing grounds in Jajinci, a village south of the city, where they were buried in mass graves. In August 1942 the puppet government announced that Belgrade was the first city to be Judenfrei or "free of Jews."

SEPHARDIM

A Sephardic Jew is a Jew descended from, or who follows the customs and traditions of, Jews who lived in the Iberian Peninsula (modern Spain and Portugal) before their expulsion in the late 15th century. They are referred to as Sephardim, as “Sepharad” means Spain in Hebrew.  For religious purposes, the term Sephardim also refers to all Jews who use a Sephardic style of liturgy, and therefore includes most Jews of Middle Eastern background, whether or not they have any historical connection to the Iberian Peninsula.

The precise origins of the Jewish communities of the Iberian peninsula are unclear. There is inconclusive evidence of a Jewish presence dating from pre-Roman times. More substantial references date from the Roman period, when significant Jewish immigration probably first occurred.

However, in 1492 the Expulsion Decree (often called "Alhambra Decree“) by King Ferdinand II of Aragon and Queen Isabella of Castile expelled more than 20,000 Spanish Jews from the country. In 1497 King Manuel I of Portugal issued a similar decree. Learn more about the expulsion of the Jewish population from Spain in this article from the Jewish Virtual Library.

Many of the expelled Jews re-settled in the Ottoman Empire, to which the area of Serbia belonged at that time, and where they were welcomed by Sultan Bajazet II. Others settled in places like what is today Morocco, Algeria, southern France and Italy.

Lesson plans for this film

23 results
Title Language For grades Documents
Akik beváltották ígéreteiket
Óraterv
etika, hit- és erkölcstan, History, osztályfőnöki óra, Civic activism
Az óra, a 20. század első felében három sors és karakter útját járja végig. A diákok a film segítségével, annak szereplőinek elemzésével, a disputa vitatechnika eszközeivel ismerkednek meg a szavak és az ígéretek súlyával.
hu 8, 9, 10, 11, 12
"Three promises": A project about the Kalef family
History
This project uses family photos from the Kalef family to trigger a discussion about memory.
en 8
Breda and Matilda Kalef: "Three Promises"
History
en 12
Sećanje na žrtve Holokausta
other projects
Pošto učenici uče jako malo o Holokaustu na časovima istorije, mislila sam da treba nešto raditi i na času odelj.starešine. Gimnazijalci imaju i sociologiju i građansko vaspitanje kao i psihologiju u drugom razredu, to znači da njima su sledeći pojmovi poznati: nacionalizam, rasizam, šovinizam, fašizam, Holokaust, stereotip, predrasuda, diskriminacija, međuljudski odnosi -  i treba samo da to sve prođemo još jedanput na neki drugi način – kroz gledanje jednog CENTROPINOG filma: Tri obećanja. Zato sam izabrala baš ovaj film, jer se događaji odvijaju u našoj zemlji, „karakteri“ će im biti bliži iz ovog razloga. Ono što ja osećam među učenicima jeste jedna velika predrasuda prema drugim zajednicama (neki učenici jako negativno govore o drugim nacijama – mada uopšte ne poznaju njih) – i to me malo zabrinjuje. Zato smo mi, nastavnici da ih vaspitujemo i da podstičemo da i naši đaci budu dobri ljudi.
sr 8
"Three Promises" - Lesson Plan
History
 Aims:-       Identifying causal relations between characters and events-       Helping the students develop critical thinking skills through the analysis of historical sources (a film)-       Raising students’ consciousness and empathy for other people’s pain and suffering
en 11
Life During World War II
History
This is a history project but because we want our students ultimately to teach each other, we started with an introductory video conference during which students asked each other questions and learned a little about one another. Students will then choose a biography from the Centropa website to read and study, as an example of what life was like for someone in a Central or Eastern European country during WWII. Then students will interview someone in their community about what life was like during WWII in their area and make a video about what they learn, using Centropa’s short multimedia films as models. The NC and Slovenian classes will exchange the videos with one another to learn what they each discovered about life during WWII where they live, and since students will have read the Centropa interviews they will have experiences in other countries to compare, as well. We will then have another video conference so students can discuss what they learned.
en 11
Holocaust and Human Rights
Civic activism
The subject: "Learning about the Holocaust and Human Rights" was selected as part of a school activity program and particularly as  part of the lesson, "The Joy of Reading", it was approached interdisciplinary and disseminated in all subjects. The basic purpose is to talk, discuss and learn about the holocaust and human rights and how they should be considered inviolable and respected by all the people.  
en 10
Using the Kalef film in Slovenian schools
History
 I decided to use film Three promises, as it involves Slovene people. I focused more on the life story of Breda and Matilda, not so much on the Holocaust. The teaching material is prepared in Slovenian for Slovenian teachers, who can use it in 1 school hour or they can take only some parts of working sheet. I also oriented more on developing some skills rather than historical facts. The school hour would look like this:1. students watch film, during the film they fulfill family tree of family Kalef.2. students work in pairs - answering some questions about three promises (who gave it to whom, what is in common,...)3. students answer questions about holocaust and genocide.4. In conversation with teacher, they do chart about righteous among nations5. By using pictures they analyze how is that picture connected to family Kalef and they put them on time line (before war, during war, after war).
sl 9
3 lives
History
The project is done by a group of 6 students for Spanish elective class where the students first watched Kalef movie by Centropa then based on the movie, created their own movies interviewing 3 members of the Turkish - Jewish community.  You can find the detailed planning of the 6 week lesson plan attached (in Spanish and English). the short movie making process is also attached with questions subjects. 
en 9
The family - The root gives life to a tree. The family gives life to mankind.
History
Grade of Class:primary school students aged 11-12 students 13-14 and their parents Number of students in one class: 15 to 17The familyThe root gives life to a tree. The family gives life to mankind. By Dragan Gjorgievski Subject  taught: Ethics and Ethics in religion    
en 6
Наставна јединица: „Три обећања“
History
sr
"Three Promises" Interactive Film Script
History
The interactive film scripts combine the scripts of the Centropa Films with the links metioned in the Study Guides, thus marking various historical, cultural and geographical references.You can use the film scripts in your class in order to understand the fulm better and help students to dig deeper in the (personal) stories by exploring history.The film scripts are available in English and German and can be downloaded as PDF documents.
sr
"Three Promises" Interactive Film Script
History
The interactive film scripts combine the scripts of the Centropa Films with the links metioned in the Study Guides, thus marking various historical, cultural and geographical references.You can use the film scripts in your class in order to understand the fulm better and help students to dig deeper in the (personal) stories by exploring history.The film scripts are available in English and German and can be downloaded as PDF documents.
en
Lesson plan on the Centropa film "Three Promises"
History
en 8
Three Promises: Personal Stories as Historical Material
History
This lesson plan uses group work, creative writing, and multimedia to teach subjects including History, Literature, Civics, Social and Political Education, Philosophy, Language etc. It is also useful in discussions about multiculturalism, war and peace, the Second World War, crimes against humanity, genocide and holocausts (e.g. the Jewish Holocaust), modern European history, moral and ethical issues, struggle for survival, etc.It requires very few materials and is based on group discussions that require only basic background knowledge of the Second World War, so that all students may participate. Through discussing important life values brought up by the film, this lesson plan aims to make students empathetic and make them realize the importance of mutual aid, while fostering their concern about who their fellow man is and how we should treat today’s victims of war. 
en 11
The Power of a Promise
etika, hit- és erkölcstan
Reflecting about who we are and how we behave are central to the High Holiday experience. Beginning with Elul and running through Simchat Torah, Jews ask forgiveness for our sins and shortcomings. For sins against people we must ask people for forgiveness (ben adam lechavero), for sins against God we must address God (ben adam lemaqom). In this lesson students will study what it means to make and keep a promise. What do our promises – to ourselves, to each other, to God – mean if we don’t keep them? Do promises mean nothing or do promises mean everything
en 10, 11, 12, 6, 7, 8, 9
Courageous People Project
Civic activism
Students work on the questions of “what is an act of moral courage” and “what is required to act courageously”. They explore the past and the present to discover courageous acts and/or courageous people.
en 5, 6, 7, 8, 9, 10, 11
Jewish People and Gentiles
Civic activism, History
Our textbooks have very little information on the Holocaust. Students are familiar with the impacts of the Holocaust in Germany and Poland but they know very little about Eastern European countries. Many Jewish people were saved and taking the time to learn about the Gentiles allows our students to see how different people around the world helped.
en 10, 11, 6, 7, 8, 9
Centropa Biography Film/Stolpersteine Assignment
History, other projects
In this project, students work in pairs to read Centropa biographies, create a 5 minute video about the interviewee, and design a Stolpersteine (commemorative stone) for them.
en 6, 7, 8, 9
Looking back: A child’s recollections of the Holocaust through the eyes of the children of today
History
In this cross-cultural project, three Jewish school teachers assigned their students to read the same text using slightly different assignments. Students in all classes produced art in response to the text and sent the art to Thessaloniki, where their work was displayed in the Jewish Museum of Thessaloniki. This project can be done with any text or Centropa story.
en 10, 11, 5, 6, 7, 8, 9
Getting to know and “adopting” my neighborhood
etika, hit- és erkölcstan, History
A year-long project that includes several parts—making videos and a photograph tour of the local Jewish history in Thessaloniki, creating a Holocaust library for the school, creating an exhibition for students to present their work to the school. The goal: to help students understand the sociopolitical motives that drive people into committing atrocities. I believe that my students learned to recognize prejudiced attitudes, racist behaviors and also developed skills in order to face them off in the future.
en 10, 11, 12, 9
Promises
History, other projects
The broad theme of these lessons is human connection, and a more specific theme is promises: how people keep promises, or don’t, and what happens in either situation. Students are asked to look at:·       individual promises they make and want to keep for themselves·       the commitment we make to keeping the traditions of our communiites;·       the promises made in international treaties and what happens when those treaties are broken. Students explore these themes of promises within the classroom, and then also with students in other countries the teacher connects with through Mystery Skype Facebook.
en 10, 11, 12, 7, 8, 9
Lo Ta'amod: A Jewish Values Family Education Program
etika, hit- és erkölcstan
In this family education program, we apply Centropa’s stories from our past to reflect on our values, and translate that learning into action for the present and future. The goal is for families to learn a wide variety of Jewish values and for each family to consider which values they want to consciously live by as a family, and then commit to them.Viewing two Centropa stories – one about two Sephardic sisters saved by a Catholic priest, and another about how Jews worked with their Muslim and Christian neighbors to save each other during the Bosnian war of the 1990s – parents and teens will identify and discuss the Jewish values illustrated in each film.Then, together they will create a family values mission statement – along the lines of the ethical wills of the Middle Ages – that identifies the values they consider most important for their family. They will write up their declaration so they can place it somewhere in their home where they can be reminded of their commitment. Finally, each family will choose one value to focus on for the rest of this year and name three ways they will realize that value in their lives. 
en